Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship

The present study explores teacher emotions, in particular how they are predicted by students’ behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel (2014), teachers rated their experienced joy, anger and anxiety during classroom instruction (dependent variable). Students’ motivational behaviour (= engagement), socio-emotional behaviour (= discipline in class) and relational behaviour (= closeness; interpersonal TSR) were assessed as the independent variables. Teachers’ self-efficacy beliefs served as a control variable. Hierarchical regression analysis revealed that the interpersonal relationship formed between teachers and students was the strongest predictor for teachers’ joy (positive relation) and anxiety (negative relation), whereas lack of discipline in class best predicted teachers’ anger experiences. Students’ engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers’ emotional experiences in class.

Retrospective evaluation of all recorded horse race starts in Switzerland during a four-year period focusing on discipline specific risk factors for clinical events

REASONS FOR PERFORMING THE STUDY: Racetrack injuries are of welfare concern and prevention of injuries is an important goal in many racing jurisdictions. Over the years this has led to more detailed recording of clinical events on racecourses. However, risk factor analyses of clinical events at race meetings have never been reported for Switzerland OBJECTIVE: To identify discipline-specific factors that influence the occurrence of clinical events during race meetings with the ultimate aim to improve the monitoring and safety on racetracks in Switzerland and optimise racehorse welfare. STUDY DESIGN: Retrospective study of horse race data collected by the Swiss horse racing association. METHODS: All race starts (n = 17,670, including 6,198 flat, 1,257 obstacle and 10,215 trot race starts) recorded over a period of four years (2009-2012) were analysed in multivariable mixed effect logistic regression models including horse and racecourse related data. The models were designed to identify discipline specific factors influencing the occurrence of clinical events on racecourses in Switzerland. RESULTS: Factors influencing the risk of clinical events during races were different for each discipline. The risk of a clinical event in trot racing was lower for racing on a Porphyre-sand track than on grass tracks. Horses whose driver was also their trainer had an approximately two times higher risk for clinical events. In obstacle races, longer distances (2401-3300 m and 3301-5400 m respectively) had a protective effect compared to racing over shorter distances. In flat racing, five racecourses reported significantly less clinical events. In all three disciplines, finishing 8th place or later was associated with clinical events. CONCLUSIONS: Changes in management that aim to improve the safety and welfare of racehorses, such as racetrack adaptations, need to be individualised for each discipline.